Abstract
ABSTRACTPurpose. This study addressed the lived experiences of Southern California public high school principals as they implement Multi-Tiered Systems of Support (MTSS) to address students’ academic environments.
Theoretical Framework. The theoretical framework for this study was grounded in the Concerns-Based Adoption Model (CBAM), a theoretical framework developed by Hall and Hord (1977) to understand and support the implementation of innovations in educational settings. CBAM emphasizes that the successful implementation of new initiatives, such as Multi-Tiered Systems of Support (MTSS), requires addressing the concerns and needs of those involved in the change process.
Methodology. This qualitative phenomenological study explored the lived experiences of Southern California public high school principals as they implement Multi-Tiered Systems of Support (MTSS) to address students’ academic environments.
Findings and Conclusion. This study found five key themes: the importance of trust-based and shared leadership, the adaptive nature of MTSS across different domains, persistent implementation barriers, the role of strategy and professional support in change efforts, and the positive impact of MTSS on student engagement, equity, and academic outcomes. The findings illustrate that while MTSS is a powerful tool for student support, its success depends on relational leadership, thoughtful pacing, and inclusive, responsive school systems. High school principals, even without formal training in change theory, naturally adopted CBAM-aligned strategies, showing that sustainable implementation grows from empathy, collaboration, and adaptive decision-making.
Recommendations. Future research should expand to include perspectives of teachers, counselors, students, and district leaders to gain a deeper understanding of the complete MTSS ecosystem. Studies should include diverse geographic and demographic settings to uncover regional differences and equity challenges in implementation. Longitudinal studies may be especially valuable in assessing MTSS sustainability, particularly during leadership transitions or changes in district policy. Additionally, leadership preparation programs should explicitly integrate the implementation of change models, such as CBAM, to strengthen principals' capacity for systems change.